Pengaruh Model Pembelajaran Problem Based Learning (PBL) Terhadap Peningkatan Penalaran Kritis Pada Pembelajaran Fisika Kelas X
Keywords:
Learning Model, Problem-Based Learning (PBL), Critical ThinkingAbstract
This study aims to see how significant the increase in critical reasoning in Physics learning using the PBL model is. This research uses the Quasi-experimental method. The instruments used in this study were question validation sheets and research questions in the form of descriptions with pretest posttest. The study was conducted at SMAN 4 Sumbawa Besar. The research subjects were divided into two, namely 23 class X-A students as the experimental class and 23 class X-B students as the control class. The average pretest scores of the control and experimental classes showed almost the same results, namely 71.13 for the control class and 71.82 for the experimental class with the category (quite critical). This indicates that the initial abilities of the two classes are at a comparable level. After the intervention, the average posttest score of the control class increased to 74.34 with the category (quite critical), while the experimental class experienced a greater increase with an average posttest score of 76.95 with the category (very critical). The results of the increase in critical reasoning from the research conducted were that there was a p value (Sig. 2-tailed) for the pretest of 0.899 and for the posttest of 0.629, both of which were greater than the commonly used significance level (0.05), according to the results of this analysis showed that there was a difference between the average scores of the pre-test and post-test groups but did not increase significantly. So Ha is rejected and Ho is accepted
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